Games and Warm up Ideas!

Remember to remain focused on the learning objectives of the OAA unit and lessons. These must include children; recognising the importance of team work; working individually and co-operatively in small groups; being aware of the strengths and weaknesses of others; contributing to group/team discussions and activities; adhering to the rules of safety.

The Games

Buckets and Umbrellas!

Equipment - A large amount of rounded markers

Get some children to scatter the markers over a large area. Half should be the right way up, the other half upside down. Tell the children to imagine it is raining. Team A wants to catch the rain in the upside down markers, so they must rush around, turning them all upside down. The other team (B) doesn’t want to catch the rain so their mission is to turn them back the right way! Both teams do this for a set time and then the markers are compared to see which team has the most their way. Repeat as desired. It's really not as chaotic as it sounds!

Giants, Wizards and Dwarfs

Equipment – stop watch, whistle

  • Divide the class into two groups, standing either end of the hall
  • Groups have 20 seconds to decide which of the three characters they want to be
  • On the whistle they stand opposite each other in rows about 5-8metres apart
  • On the second whistle they perform the action and the winners have to chase the opposition back to their safe zone
  • If they tag anyone, they join their team/or reward points per tag

Progression - Pupils lying face down to wait for the second whistle

Scoring - Giants win over Dwarfs
Wizards win over Giants
Dwarfs win over Wizards

Tank Tracks

Equipment – Mats

  • Divide class into groups of 4 and 5, each with two gym mats at one end of the hall behind a common line
  • Groups to have 5-10 minutes discussion on how they will get from one end to the other end of the hall without touching the floor only the mats.
  • NO THROWING
  • Perform task after 10mins and find winners
  • Discuss and evaluate success - Strategies used etc
  • Repeat with new ideas - Tank motion works best

Sheep Pen

Equipment – Benches, chairs, boxes tables, mats, whistles, blindfolds (equipment can vary depending what is available to you)

  • Introduce idea - In groups (sheep!) a Shepherd will guide his sheep to their sheep pen, avoiding electric fences, however as we know sheep can't speak or understand English!
  • Organise the hall with a number of obstacles such as benches, boxes, chairs, tables etc and enough mats for 1 per group.
  • Groups of 5 or 6 work well
  • Each group to sit on the mats
  • Give groups 10mins to choose a Shepherd and plan how the Shepherd will communicate to his sheep in order to know which way he wants them to go (ideas such as stamps/claps/whistles)
  • All sheep will be blindfolded and hands on knees
  • Teacher to spread out the sheep from all the groups around the room
  • Teacher secretly tells each Shepherd which pen (mat) is theirs
  • Pupils then perform. Deduct points when sheep (pupils) touch any obstacle (electric fence)
  • Discuss success strategies and repeat with new Shepherd

Symbol Recognition Game

Equipment – Pre prepared symbol cards with numbers and letters

  • Layout the two sets of cards at either end of the hall on benches, with the symbols with letters at one end and the symbols and numbers at the other end
  • Pair the pupils up and provide them with a sheet where they number 1-15
  • Decide in the pairs who is to go first and have the others standing to the side
  • Give each pupil a different number to start with and on the command, they run to the symbol card with their number on and memorise the symbol
  • Then run to the other end and find the symbol and record the letter with that symbol against the specific number on their sheet
  • Repeat until all numbers have a corresponding letter and then rearrange letters to find a specific word (Drakes Broughton)
  • After 2-3mins, blow the whistle and the partners have to swap over
  • Discuss and evaluate

Fetch

Equipment – maps, plastic cups/comes, Blue Tack, String

  • In pairs, one partner runs out into the school grounds with a map and plastic cup on a piece or string. They attach the cup to the place of their choice and mark the position on the map with a piece of blue tack
  • No verbal communication allowed during the event
  • Partner runs and tries to locate the cup and bring it back
  • Map is divided into scoring zones and the cup must be placed in a different zone each time otherwise a penalty is occurred
  • Pupils allowed 5-10mins to decide strategy to gain most points
  • Teacher to keep record of points as they come in to reward the winners Line Orienteering Map reading Plotting and following a line on a map
  • Lay out a range of apparatus in the hall
  • Provide each pupil with a piece of paper
  • They draw a plan of the room and then add a route through and around the room with a line
  • They practice following their line routes
  • Working with a partner, one follows the others route and the other checks and visa versa

Hoops

Equipment - hoops

  • Whole class circle in the middle of the hall
  • All pupils hold hands
  • A hoop is put on a pupils arm
  • The hoop has to get all the way around the circle without the pupils breaking the link
  • It is up to the rest of the pupils to guide the hoop around, telling the pupil with the hoop the best way for them.

Progression: - Smaller groups, race to see who can get the hoop around the circle the quickest - award points

-2 hoops going from one end to another, crossing in the middle

-How many people can you get standing in 1 hoop?

Amoeba Tag

Equipment – none required

Two people are it. They hold hands and chase people, the person they catchjoin the chain by linking hands. When another person is caught they canstay together or spilt 2 and 2 they must split even numbers and can linktogether at will. This game is played till' nobody is left.

Tails

Equipment - Braids

Each pupil is given a braid, which they tuck into a waistband. Pupils have tocollect as many braids as possible; they must not hold on to their own tail, must notmake physical contact and must not collect their own tail. Play the game until allbraids are collected or for a designated period of time. The teacher may ask who hascollected the most braids or by repeating the game it can be made into a 'beat yourprevious best' activity.

Ice and Sun

Equipment – Braids in 2 colours

Select two children as the 'Ice' and give them blue braids. Select twochildren as the 'Sun' and give them yellow braids. The 'Ice' children must chaseothers; [apart from the 'Sun' children] touch them so they freeze. Children can onlybecome defrosted when they are touched by the 'Sun'. Play the game for adesignated amount of time.

Name Game 1

Equipment – Blindfolds.

All class members take up a place standing on the floor. One person from the class is blindfolded and one other leaves the hall quietly, everyone else swaps places. The blindfolded person removes the blindfold and has to describe the missing person.

Name Game 2

Equipment – One small ball per team, teams of about 10 children.

Teams begin in a circle. One child stands in the centre and the ball is thrown at random around the team, with the child in the centre calling the name of the catcher each time. The ball has to be returned to the child in the centre each time. The winning team might be the first to make 20 consecutive catches. If the ball is dropped the team could start again Variations – size of the ball, number of consecutive throws to achieve; how many can they achieve in one minute, a dropped ball does not have to take the team back to the start.

Follow Me

Equipment – Blindfolds.

Class stand on the far side of the hall and put on blindfolds. Everyone walks towards the sound of your voice. Once the class has started moving you can move around and continue talking.

Blindfold Lead 1

Equipment – Blindfolds

Children work in pairs, one is blindfolded. The non-blindfolded person acts as the guide giving verbal instructions on a walk around school, either inside, outside or both. If needed the guide can place a reassuring hand on the partners shoulder. Try and encourage children to have tactile experiences and to describe them. Variations – use a piece of rope about 15 – 20 metres long and tie it in and around secure objects. Avoid children climbing when blindfolded.

Blindfold Lead 2

Equipment – None

Children work in pairs; one leads the other by gently holding an outstretched index finger. The one being led must try to keep his/her eyes closed at all times. The exercise should be done in a limited area. After a short time the leader stops and leaves his/her partner standing still and looks for a different partner. Exchange roles. Variations – changes in speed and direction, no talking.

Blindfold Walk

Equipment – Blindfolds

Divide children into 4 groups. One child in the group moves to the starting point about 20 paces away from the rest of the group e.g. a wall. The same person then walks back to the group blindfolded, with the rest of the group to encourage and ‘catch’ him/her. All group members should be encouraged to gain the experience. Variations – Blindfold run

Alphabet Balance Bench

Equipment – One PE bench per team

Teams of 7/8 children. Children sit on a bench in random order. Give the children numbers so they remember their sitting order. Organise children so that they are standing on the benches and position benches not too near other groups. Children must rearrange themselves alphabetically, according to their Christian names. Teacher decides whether 'A' starts on the right or left of the bench. All groups must try to remain on their bench during the task. If any child leaves the top of the bench the whole team must start again. Variations – The entire group need not stand at the same time. Children can do a similar task according to age, height, number of birthday etc.

Human Alphabet

Equipment – none

Children divided into 2’s and 3’s and the letters of the alphabet are called out at random. Each pair of group must form the letters called. All group members must be used. Variations – Give children opportunities to experiment with forming letters and challenge others to make letters they can make. Larger groups can make small words.

Pass the Hoop

Equipment - large hoops

Organise children into groups of about 12/15, facing the centre and holding hands. One child stands inside a hoop to start. The hoop must be passed around the circle and must pass over the head of al team members. The task is complete when the hoop is returned to the starting point. Encourage children not to break grips. Variation - use 2 hoops.

Night Line

Equipment - blindfolds, rope

Organise the children into groups of 5/6. Each group is blindfolded and tied together by a rope. By touching they follow a line around a safe, pre-set course, the leading person giving the directions etc.. The line is strung around various points in the school's grounds. No climbing. Variations - indoors using safe and strong PE apparatus.

Blindfold Square

Equipment - blindfolds, 10-15 metres of rope tied together at both ends.

Organise the children into groups of 6-8, all blindfolded. The rope is placed on the floor and children have to attempt to make a square. Blindfolds must not be removed until the group thinks they have succeeded. This activity is suitable for year 6; help children to organise themselves so that each has a specific role to play; give them enough time to think and talk about how they will tackle this problem.

Tangle

Equipment - none

Groups of 5-6. Groups stand in a circle facing each other. They link hands, using a different person for both hands. Children must try to untangle themselves without letting go of hands. Encourage discussion and co-operation.

Using a parachute

Sharks

This activity must be done inside on a clean, smooth floor. The group sits around the parachute pulling it tightly with both hands; their legs and feet should be underneath the parachute. One person is picked to be the shark who goes underneath the parachute. Other children begin shaking the parachute vigorously while the shark moves around grabbing the feet of someone and pulling them underneath 'the sea'. That person then becomes the shark. Keep changing sharks quickly.

Crocodiles

A variation of 'Sharks' where the group or class sit around the parachute with their legs underneath and the parachute pulled up tight to the stomach. One person is selected to be the crocodile. The crocodile goes underneath the parachute and slithers around 'biting' children's legs with both hands. Any child when bitten can give a terrified scream and then go underneath the parachute, either becoming an additional crocodile or replacing the crocodile. Those children who are not crocodiles should shake the parachute a little in order to make it ripple. Great fun!

Cat and Mouse

Again, this activity must be done inside on a clean, smooth floor. Lay the parachute flat on the floor with the class sitting around the outside holding it. Pick one person to be the cat and one to be the mouse. The cat goes on top of the parachute and the mouse beneath it. The cat has to catch the mouse, but the children on the outside try to help the mouse by shaking the parachute and confusing the cat. Keep changing children quickly.

Ripples

Description - Everyone stands around the edge of the parachute holding it still at waist height. Get the children to start moving their wrists, slowly at first to make ripples go from the edge of the parachute to the middle. Gradually build up speed and energy, making the ripples faster and faster.

Washing Machine

This is an activity suitable for children up to the age of about 7. The parachute is placed flat on the ground with the children standing around the outside. Divide the class in two so that one half is sitting on the parachute, and the other half fold them up in it. Get the children to sprinkle in some imaginary washing powder, then close the washing machine (the parachute), switch on the machine, then gently rock and clean the group on the inside. You can then add actions as appropriate, such as: a delicate wash (those on the outside all move clockwise holding the parachute); then move anti-clockwise; then move faster for the spin; take out the washing and hang it on the line in the breeze. Consider the actions and sounds children could make; think of the mathematical development (particularly for younger children), such as counting the number of steps they move with the parachute.

Up and Over

This is a really effective activity for helping develop children's personal and social skills and can be used for any age. Get the class to stand around the parachute, holding it firmly. On the count of 1, 2, 3 and up, the children should lift the parachute as high as they can, then pull it back over them and sit on. This will result in air being trapped in the parachute and children sitting in the canopy. Through the 'community' you've created you can encourage children to speak and listen. This works really well as a circle time activity.

Parachute Fly

Description - This is a very good activity to finish your parachute session. Children stand around the parachute holding it firmly at waist height. Gradually they should pick the parachute higher and higher above their heads and, on your command should let it go directly above their heads with the aim of it returning down on top of them. The parachute will usually end up flying over to an area of the room where you can ask 2 or 3 children to retrieve it and fold it up.

Rollerball

Description - Children hold the parachute at waist level. To begin get children to do the 'Mexican Wave' to establish a good rhythm. Next, place a ball (a plastic football is ideal) in the centre of the parachute. Attempt to roll the ball around the perimeter of the parachute through co-operatively raising and lowering it. See how many times they can continuously send the ball around? See how fast they can do it?